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Newsletter No. 2 | July 2016
EDITORIAL
By Eva Jambor and Johannes Lindner
The 4 pillars of the Youth Start – Entrepreneu...
2
Youth
Start – Entrepreneurial Challenges’ Newsletter
PROJECT HIGHLIGHTS
The Youth Start – Entrepreneurial Challenges edu...
3
Benefits of implementation in each country
Some of the benefits of implementation that
each country possibly will have a...
4
Youth
Start – Entrepreneurial Challenges’ Newsletter
MULTIMEDIA
Policy Experimentation
The Youth Start – Entrepreneurial...
5
Youth
Start – Entrepreneurial Challenges’ Newsletter
PROJECT PARTNERS
CONTACTS
Website: www.youthstartproject.eu
E-mail:...
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Newsletter 2 Youth Start - Entrepreneurial Challenges PT

Newsletter número 2 do projeto Youth Start - Entrepreneurial Challenges.

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Newsletter 2 Youth Start - Entrepreneurial Challenges PT

  1. 1. 1 Newsletter No. 2 | July 2016 EDITORIAL By Eva Jambor and Johannes Lindner The 4 pillars of the Youth Start – Entrepreneurial Challenges Programme: he Trio Model is a holistic teaching system that encompasses three segments: “Core Entrepreneurial Education” comprises basic qualifications for entrepreneurial thinking and acting, more precisely the competence to develop and implement ideas; “Entrepreneurial Culture” refers to the promotion of personal competences in a social context. We speak of a culture of open- mindedness, empathy, teamwork and creativity as well as risk-taking and awareness of risks; “Entrepreneurial Civic Education” aims at enhancing social competences and empowering students in their role as citizens. After all, democratic thinking and self-reflection help young people express their opinions and assume responsibility for themselves, others and the environment. Picture: Eva Jambor, and Johannes Lindner, in the center, Austrian team. Competence-oriented learning There are a great variety of different competences. To provide a structured overview we have developed a reference framework with three main categories: “Developing Ideas”, “Implementing Ideas” and “Thinking Sustainability”. In addition to that we have grouped the competences according to teaching levels from A1 to C2. Competence descriptions for instance include “I can develop creative ideas”, “I can evaluate business risks using case studies” and “I can see ethical problems and solve them”. This multi-dimensional diversification makes it possible to set very precise goals for learning success. Assess yourselves! In order to test whether students have acquired the relevant core competences, we offer several forms of assessment for all our challenges. An essential feature of our model is the self-assessment to be done at the end of each challenge. The students reflect on their own behaviour, using questions such as: Have I reached my goals? What role did I play in the group? How can I apply what I learned to my daily life? This self-assessment helps students assume responsibility and makes them aware of how important it is that they actively contribute to projects. Personal growth through challenges Our challenges focus on fostering certain competences in the areas of cognitive and personal development, economic education and ethical and social contexts. The competences are based on the Framework of References for Entrepreneurship Competences, Version 15 (see Project News). The 18 Challenge Families of the 3 TRIO segments cover a broad range of themes, activities and situations of entrepreneurship education, with one common goal: encouraging young people to be open to new ideas and to implement these ideas creatively. T Name Eva Jambor / Johannes Lindner Project Responsibilities National Coordinator / Lead Expert Country Austria Title Project Manager / Lead Expert Organization IFTE Website www.ifte.at Contact projects@evajambor.com / entrepreneurship@gmx.at
  2. 2. 2 Youth Start – Entrepreneurial Challenges’ Newsletter PROJECT HIGHLIGHTS The Youth Start – Entrepreneurial Challenges educational programme is designed to increase the students’ desire and ability to participate in entrepreneurial activities. We believe that it is through education that we can create a sustainable culture of entrepreneurship, changing the mindset of our students, parents and school communities. Through this project we are testing the idea that this experiential programme will increase the participants’ motivation to learn and engage in school activities and also help develop their pro-activeness, creative thinking and a risk-taking attitude that will allow them to be more participative citizens and develop their full potential. Sustainability and Scalability Sustainability and scalability are integrated into the project design during the second large-scale implementation, when other countries, regions and communities will join the project and use the Challenges as well as the experimental protocol. Pedagogic material have been translated into 5 languages and teacher training conducted in all implementation countries. One of the trainers in each country team is a member of a Higher Education Institution and has pledged to introduce the Youth Start Entrepreneurial Challenges methodology in initial teacher training. Stakeholder engagement and transnational cooperation are central to the Youth Start - Entrepreneurial Challenges Project and will allow for the transferability and scalability within each participating country as well as in other Member States. The Youth Start - Entrepreneurial Challenges Project has an innovative, transferable and scalable programme for incorporating practical entrepreneurial experience at school as its principal outcome, with the potential for significant change at the Member State and European levels. Goal for scaling The scaling goal for the Project is to produce robust, effective and replicable outcomes with public authorities and organisations that wish to implement the learning programme and teacher training and use the evaluation protocol. Types of scaling Project Level Engagement: Including a Local, Regional or National Entity responsible for education and education policy. It is suggested that one of the following be involved: a not-for- profit entity; a higher education institution; and/or a research body. This requires the implementation of the learning programme and the utilization of the evaluation protocol. School-Level Engagement: a School or Schools can participate linking with the one or more of the project partners. This bottom-up approach can be a small pilot project aimed at introducing the learning programme and evaluation methods into these new schools. Teacher training Training teachers is one of the core aspects of the Youth Start – Entrepreneurial Challenges Project and is required to scale to other geographies. Training the trainers programme/assistance can be given by one or several of the project partners and be arranged on a bilateral basis. Benefits of implementation There are several benefits of implementation of Youth Start – Entrepreneurial Challenges Project at different levels including policy development, evaluation and impact and school development. A summary of these benefits are presented below.
  3. 3. 3 Benefits of implementation in each country Some of the benefits of implementation that each country possibly will have are:  New skills for students;  Promoting transversal skills and thinking in schools;  Sharing of good practices;  Help to prevent youth unemployment;  Teachers training and support;  Schools provided with technical assistance;  Development of monitoring system for entrepreneurship education. Implementation Countries’ Schools In the figure below all of the schools in the implementation countries can be seen. Click on the figure below to find out more about the schools involved. Youth Start – Entrepreneurial Challenges’ Newsletter PROJECT NEWS The Youth Start – Entrepreneurial Challenges Project has ended the collection of data for the Implementation Phase I (2015/2016 school year). We are now in the process of analyzing the qualitative and quantitative data. In July and August all implementation countries will translate the revised Challenges for the upcoming implementation phase of the 2016/2017 school year. Dissemination through conference presentations has also already gotten underway. In July, two presentations in Portugal will be made and in August in the Netherlands at the Association for Teacher Education (ATEE) annual conference. 1st dissemination of the Project in Portugal in TIC@Portugal16’ Conference See the pictures of Project Events in http://www.youthstartproject.eu/#!events/fd21h. The competences are based on the Framework of References for Entrepreneurship Competences.
  4. 4. 4 Youth Start – Entrepreneurial Challenges’ Newsletter MULTIMEDIA Policy Experimentation The Youth Start – Entrepreneurial Challenges Project uses a random control trials (RCT) methodology as our experimentation design. This means that evaluation has full control over which classes receive the educational “treatment” and which are part of the control group. We provide a brief summary of the Police Experimentation of Youth Start – Entrepreneurial Challenges Project through this video produced by PEEP Portugal. UPCOMING EVENTS Name Date Venue Presentation at TIC@Portugal'16 July 1 Lisbon Presentation at XVI Encontro das TIC na Educação July 7 - 8 Leiria (Portugal) Teacher training in German for Scaling Partners July 11 - 15 Kitzbühel Presentation at 2016 ATEE Annual Conference August 22 - 24 Eindhoven Research Team Meeting III October 18 - 19 Lisbon Coordinating Team Meeting V October 19 - 21 Lisbon
  5. 5. 5 Youth Start – Entrepreneurial Challenges’ Newsletter PROJECT PARTNERS CONTACTS Website: www.youthstartproject.eu E-mail: info@youthstartproject.eu Project Coordinators: PEEP Website: www.peep.pt E-mail: info@peep.pt Project Title Youth Start – Entrepreneurial Challenges Project Acronym Ustart Programme Erasmus + Duration 1/1/2015 - 12/31/2017 Key Action Key Action 3: Support for policy reform Policy Area Education and Training & Youth International Coordinator Prof. Dr. Dana T. Redford DISCLAIMER This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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